Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration? Cindy Ross & Savilla I Banister Bowling Green State University, USA Cindy Ross & Savilla I Banister Bowling Green State University, USA

Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?  Faculty at BGSU have been collaboratively working towards integrating the NETS-T in all program areas.  Frustrated with varying levels of technology competencies of students.  Implementation of ATC (Assessment of Technology Competencies)  Faculty at BGSU have been collaboratively working towards integrating the NETS-T in all program areas.  Frustrated with varying levels of technology competencies of students.  Implementation of ATC (Assessment of Technology Competencies)

Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?  ATC Test  All education majors take the test in Introduction to Education course.  Student produce 3 digital documents during a one-and-a-half hour session in computer lab.  The products utilize word processing, spreadsheet, presentation and graphics software and integrate Internet and file management skills.  GA’s use rubric for scoring.  ATC Test  All education majors take the test in Introduction to Education course.  Student produce 3 digital documents during a one-and-a-half hour session in computer lab.  The products utilize word processing, spreadsheet, presentation and graphics software and integrate Internet and file management skills.  GA’s use rubric for scoring.

Rubric Example

Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?  ATC Test continued…  4 different versions are used for testing.  One test version includes a writing prompt in the word processing section to discuss student computer experiences in high school -- “In the left hand column, write one or two paragraphs describing how you used computers in your high school classes.”  Responses to this prompt where very intriguing.  ATC Test continued…  4 different versions are used for testing.  One test version includes a writing prompt in the word processing section to discuss student computer experiences in high school -- “In the left hand column, write one or two paragraphs describing how you used computers in your high school classes.”  Responses to this prompt where very intriguing.

Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?  Responses varied from “in high school we rarely used computers.” to “ In high school I used computers everyday.”  Decided to explore the relationship of student descriptions to their skill level as demonstrated on the ATC.  Categorized responses into two groups: “High Perception” and “Low Perception” of technology use in their respected high school.  Responses varied from “in high school we rarely used computers.” to “ In high school I used computers everyday.”  Decided to explore the relationship of student descriptions to their skill level as demonstrated on the ATC.  Categorized responses into two groups: “High Perception” and “Low Perception” of technology use in their respected high school.

 High Perception  Key Phrases  A lot  Everyday  Many  Identifying specific courses where computers were used  High Perception  Key Phrases  A lot  Everyday  Many  Identifying specific courses where computers were used  Low Perception  Key Phrases  None  Very little  Never Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?

 Next step was to match responses to ATC test scores  Categorized scores into two groups: “High Score” and “Low Score”  Four categories of students were identified:  Low Perception/High Score  High Perception/High Score  Low Perception/Low Score  High Perception/Low Score  Next step was to match responses to ATC test scores  Categorized scores into two groups: “High Score” and “Low Score”  Four categories of students were identified:  Low Perception/High Score  High Perception/High Score  Low Perception/Low Score  High Perception/Low Score

High Perception/High Score “ Having computers available for student use in high school is a great asset to both students and teacher/administration. I would always find time in study-halls to go down and type up a project or paper that was due next class. It was very convenient to be able to access a computer so easily in my school. Class activities were always more interesting and fun if they involved computer work. I actually learned more by doing projects, assignment and activities all on a computer. I noticed that I wasn ’ t the only one. Now that I look back at it, I can appreciate it more for the experience of working with computers before I entered college. ” 35/40 points on ATC, retake only Low Perception/High Score “ The technology used during my high school career, wasn ’ t very complicated. There was. Of course, the old pc computer used. We had to do a PowerPoint presentation, and fill out a resume using a pre-set format, but other than that, there wasn ’ t much technology used. Due to the affluence of my city, it was basically just assumed that a student had a computer to use back at home and didn ’ t need to be taught how to use a computer, or surf the web. However, in order to graduate with honors, you were required to take half a credit of computer competency. I took a typewriting class. ” 40/40 points on ATC, retake only Example Data from Four Quadrants of Students Identified

Low Perception/Low Score “ I used computers in high school mainly on a computer class level, meaning that other than that computer class, I didn ’ t use any computers at all. I took an introduction to computer my freshman year and it was just the basics. That class was fun, but it was very elementary like how to turn on a computer and how to turn it off, basically. My senior year was the fun computer class I had. It was merely a class for outgoing seniors to get an extra credit before getting the diploma. Which was fun because everybody just goofed off everyday and had a ball and the teacher didn ’ t care at all because she was right out of college and still knew what it was like to be on the other side of the desk. ” 15/40 points on the ATC, retake only High Perception/Low Score “ When I was in high school we were required to know how to use computers. All of our papers and other important documents had to be typed on a computer in order to be graded. Not only were we required to type all of our papers, but the school mandated that all of the students take a technology class. These classes taught students how to use all the windows programs. The administration recommended that students take this class as freshmen. This allowed students to use the skills they obtained in the technology class to succeed in their other classes. ” 0/40 points on the ATC, first round 11/40 points on the ATC, retake Example Data from Four Quadrants of Students Identified

CategoryFirst Round of ATC (100 students*) Retake Round of ATC (116 students) Low Perception/High Score (LPHS) 10% High Perception /High Score (HPHS) 42%23% Low Perception /Low Score (LPLS) 16%17% High Perception /Low Score (HPLS) 32%49% Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?

 Results:  High Perception, Low Score  Large percentage of students who believed they were technology literate, yet they failed the ATC.  Described their computer strengths in two areas: word processing and internet research.  Described their strong technology skills in terms of length of time spent on a computer.  “In high school I used my computer for many things. I spent many nights on the Internet talking with my friends using Instant Messenger. I also used the computer to complete all my homework assignments. Having a computer helped me greatly. I was able to hand in documents that were neat and organized compared to my handwriting.”  Results:  High Perception, Low Score  Large percentage of students who believed they were technology literate, yet they failed the ATC.  Described their computer strengths in two areas: word processing and internet research.  Described their strong technology skills in terms of length of time spent on a computer.  “In high school I used my computer for many things. I spent many nights on the Internet talking with my friends using Instant Messenger. I also used the computer to complete all my homework assignments. Having a computer helped me greatly. I was able to hand in documents that were neat and organized compared to my handwriting.”

Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?  Results:  High Perception, Low Score cont.  Student definition of computer competency is different than skills required in the NETS-S.  A need for collaboration between higher education and school districts.  Results:  High Perception, Low Score cont.  Student definition of computer competency is different than skills required in the NETS-S.  A need for collaboration between higher education and school districts.

Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?  Results:  Low Perception, High Score  Students who described their use of technology in high school as weak or nonexistent, yet where able to pass the ATC test.  Students described their schools as lacking technology, but may have taken one class where technology was used such as English, yearbook or keyboarding.  “ At XXXX High School, computers were not an important aspect or our education There were very few classrooms that had more than one computer. Most classrooms did have one computer for the teachers use. However, there were a few classes that were computer based. For example, senior year English classes were all in computer labs because it was a writing class. Overall, computers were not part of our everyday class time at XXXX High.”  Results:  Low Perception, High Score  Students who described their use of technology in high school as weak or nonexistent, yet where able to pass the ATC test.  Students described their schools as lacking technology, but may have taken one class where technology was used such as English, yearbook or keyboarding.  “ At XXXX High School, computers were not an important aspect or our education There were very few classrooms that had more than one computer. Most classrooms did have one computer for the teachers use. However, there were a few classes that were computer based. For example, senior year English classes were all in computer labs because it was a writing class. Overall, computers were not part of our everyday class time at XXXX High.”

Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?  Results:  Low Perception, High Score cont.  Self Help  ATC practice test is available on-line (  Video tutorials for the ATC are also available on-line  Friends and family  Open book, open notes  Results:  Low Perception, High Score cont.  Self Help  ATC practice test is available on-line (  Video tutorials for the ATC are also available on-line  Friends and family  Open book, open notes

 Contact Info: Cindy Ross & Dr. Savilla Banister Bowling Green State University Bowling Green, OH USA bgsu.edu &  Contact Info: Cindy Ross & Dr. Savilla Banister Bowling Green State University Bowling Green, OH USA bgsu.edu & Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?